Accounting students’ perceptions of effective teaching and approaches to learning: impact on overall student satisfaction
This study is concerned with the ways to improve the quality of learning experiences of accounting students. Drawing on the effective teaching and student approach to learning literature, we hypothesise that effective teaching and students’ approach to learning (deep versus surface learning) are two...
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| Published in | Accounting and finance (Parkville) Vol. 60; no. 3; pp. 2099 - 2143 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Clayton
Wiley Subscription Services, Inc
01.09.2020
Blackwell Publishing Ltd |
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| Online Access | Get full text |
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| Abstract | This study is concerned with the ways to improve the quality of learning experiences of accounting students. Drawing on the effective teaching and student approach to learning literature, we hypothesise that effective teaching and students’ approach to learning (deep versus surface learning) are two important predictors of the quality of the learning experience. The hypotheses were tested using survey data of second‐year undergraduate students enrolled in two core accounting subjects at an Australian university. The data were analysed using the partial least‐squares structural equation modelling approach. The study aims to make a useful contribution to theory and teaching practice. |
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| AbstractList | This study is concerned with the ways to improve the quality of learning experiences of accounting students. Drawing on the effective teaching and student approach to learning literature, we hypothesise that effective teaching and students’ approach to learning (deep versus surface learning) are two important predictors of the quality of the learning experience. The hypotheses were tested using survey data of second‐year undergraduate students enrolled in two core accounting subjects at an Australian university. The data were analysed using the partial least‐squares structural equation modelling approach. The study aims to make a useful contribution to theory and teaching practice. This study is concerned with the ways to improve the quality of learning experiences of accounting students. Drawing on the effective teaching and student approach to learning literature, we hypothesise that effective teaching and students’ approach to learning (deep versus surface learning) are two important predictors of the quality of the learning experience. The hypotheses were tested using survey data of second‐year undergraduate students enrolled in two core accounting subjects at an Australian university. The data were analysed using the partial least‐squares structural equation modelling approach. The study aims to make a useful contribution to theory and teaching practice. |
| Audience | Trade |
| Author | Cooper, Barry J. Bobe, Belete J. |
| Author_xml | – sequence: 1 givenname: Belete J. orcidid: 0000-0002-8331-4456 surname: Bobe fullname: Bobe, Belete J. email: bj.bobe@deakin.edu.au organization: Deakin University – sequence: 2 givenname: Barry J. surname: Cooper fullname: Cooper, Barry J. organization: Deakin University |
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| Title | Accounting students’ perceptions of effective teaching and approaches to learning: impact on overall student satisfaction |
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